About This Lesson

DESCRIPTION

This lesson will take place in an inclusive, First Grade (students are 6-7 years old)
during the time allowed for English instruction. This particular classroom only has 11 students
and is and inclusive environment, it includes a special educator that is assigned to work one-
on-one with a particular student. Each student has access to classroom art supplies such as,
crayons, glue, markers, paints, and finger sand. However, 2 iPad are available for those
students who need to be provided with more technological supports. The teacher has a smart
board in her classroom (available technology) to provide her students with direction and
instructions for the lesson. Within my classroom there are students with low incidence
disabilities, high incidence disabilities, English language learners, and a student who is gifted
and talented. The environment in this classroom is inviting and encourages collaboration
between peers, no matter their individual abilities.

Paula (High incidence disability)

Paula's skills are extremely varied. Despite excellent single word decoding and spelling,
Paula's comprehension is poor. She has difficulty grasping meaning from connected text, and
her limited reading fluency suggests that she does not use context well to predict words and
ideas as she is reading. This makes getting meaning from text quite laborious and slow. She
can spell individual words well, but when she is writing connected text she gets bogged down
trying to express concepts, and the mechanics of her writing deteriorate.

Though she understands literal meanings in spoken language well, and can follow a story or
an argument, Paula seems to miss some of the subtle cues carried by tone of voice and other
vocal nuances so that she often interprets language very literally. Since Paula often misses
intended humor and misinterprets things said by others, her peers see her as somewhat odd.

Beatrice (Low incidence disability)

Beatrice was diagnosed with autism when she was four years old. Due to her late diagnosis,
she did not receive early intervention services. Beatrice exhibits deficits in speech and
language, social, and academic skills. She is below grade level in all academic areas, but
especially in areas that involve language skills. She has no productive speech and some of her
more challenging behaviors include rocking and perseverating on certain speech sounds.
Beatrice is especially disruptive during language activities, especially the activities that require
her to respond to verbal directions.
Beatrice appreciates routines and does well with visual supports. She works well
independently and responds positively to reinforcement.

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Mateo (English Language Learner)
Mateo just moved to the United States with his parents and his little sister. Mateo loves futbol
(soccer), music, and technology, especially his iPad. He speaks Spanish fluently. Mateo has
had little education in the English language and only knows rudimentary English vocabulary
and directions. He struggles at reading and writing in the English language. Mateo attends an
ESOL class for an hour every Monday, Wednesday, and Friday.

Mateo is a bright student and has a great understanding of math, and when the textbook and
instructions are translated, has a wonderful understanding of science. When given repeated
verbal directions, coupled with visual supports, he is able to complete tasks. Mateo also excels
when activities and assignments are first modeled through hands-on activities.

Daisy (Identified at Gifted and Talented)

Daisy has been identified as Gifted and Talented. She is performing a whole grade level above
her peers in reading, writing, and mathematics. Daisy often gets bored during classroom
instruction and has difficulty with remaining motivated. Oftentimes, Daisy will not finish her
work and instead disrupt her peers with off-topic conversations. With appropriate, academic
challenges, Daisy does enjoy participating in cooperative group activities, discussions, and
sharing her ideas with her peers. Daisy also enjoys doing research projects and engaging
creative writing opportunities.

PREREQUISITES

Students must have a basic understanding or reading and some phonics/phonemic awareness
Be able to distinguish sight words from other common words found in beginners reading (who,
the, he, were, me, does, be)
They must understand each letter and the sound it makes when used in the sight word
Students must be able to write/draw sight words using common manipulatives such as sand,
markers and paper, Styrofoam and a pencil, dry erase board, paint, etc. (IPad and smart board
for those who need)

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Students must then be able to create a short sentence using the sight word they previously
practiced writing

ESTIMATED TIME

1 hour

Potential Use
PURPOSE:

This lesson is meant to be done in small groups. It is intended for a station rotation type of
environment for the learners to keep them working and engaged, as well as moving around.
The groups should contain 4-5 students and the teacher will explain the directions as a whole
and then hover as the students complete the lesson, helping when needed.

GRADE:
First Grade

CONTENT AREAS:
English/ Language Arts

COMMON CORE:

English/ Language Arts

Reading Foundational Skills

Phonics/ Word Recognition

CCSS.ELA-LITERACY.RF.1.3

Know and apply grade-level phonics and word analysis skills in

decoding words.

1.3.a. Know the spelling-sound correspondences for common consonant diagraphs.

1.3.b. Decode regularly spelled one-syllable words.

1.3.c. Read common high-frequency words by sight.

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 1.3.d. Use knowledge that every syllable must have a vowel sound to determine the
number of syllables in a printed word.

1.3.f. Recognize and read grade-appropriate irregularly spelled words.

Goal
INSTRUCTIONAL GOAL

Students will identify and apply common sight words through the reading of text in the form of
examples and basic sentences.

OBJECTIVE(S)

I can identify the sight words within the text read to me

I can name these sight words
I can point to the common sight words in the text
I can write the common sight words in a sentence of my own
I am able to say a sentence of my own using the sight words

VARIABILITY
Part 1: Variability for All: Tip: In this first part, take advantage of the variability in the classroom.
Identify flexible options that are in place in your environment. These are proactive strategies
aligned to the UDL principles, guidelines and/or checkpoints that are available to ALL learners.

Options to Support Engagement:

Students will have the option of sitting on a regular chair or a wiggle chair during
the entirety of the lesson in order to accommodate students sensory needs.
[options that reduce threats and distractions]
Students will be given multiple options for completing the activity on sight words
through rotating between stations and working in groups. [options to increase
individual choice and autonomy]
Before the change of stations commences, I will ask guided questions to each
group to ensure they understand the sight word they were just working on and
check for their ability to not only say the sigh word, but recognize it in the world
around them. [options that increase mastery-oriented feedback]

Options to Support Representation:

Examples of the sight words will be displayed on the smart board for an
introduction to the stations before sending students off on their own. [Options
that customize the display of information]
Students will be able to refer to a sight word bulletin board in the classroom.
[Options that provide alternatives [Options that provide alternatives for visual
information]

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 Examples of each completed station will be provided for each student so they can
see what their finished product should look like. [Options that illustrate key
concepts non-linguistically]

Options to Support Action and Expression:

Students will use iPads, smart boards, and other tools to complete the certain
stations involved in the lesson. [Options for associating tools and assistive
technologies]
Students will be prompted to ask questions by raising their hands if they have
questions throughout the transition of stations. [Options that enhance capacity
for monitoring progress]
Students will use the tools in front of them to create a finished product. [Options
that facilitate managing information and resources]

Part 2: Accommodations/Modifications for Specific Students:

Paula
Instructions for each station will be explained one on one with Paula. Due to her struggle with
understanding some parts of the English language, she will be partnered with a more high flying student
and they will work to complete the stations together.

Beatrice
Beatrice will be placed one on one with the special education co-teacher in the classroom. With the
help and guidance from her co-teacher Beatrice will be able to complete the stations and gain some
comprehensive knowledge on the basic sight words. The directions for each activity will be basically written
out on sentence strips in large font for Beatrice to read out loud to herself. This way, she is not becoming
distracted when being verbally told directions.

Matteo
Each station will be physically done before the students arrive, to serve as an example. The teacher
will perform a walk through of directions and the steps for the simple activities. This will help Matteo grasp
the concept before he arrives at the station. Matteo will also be partnered with a peer who is on a higher
reading level. The examples will provide him with the visual supports he needs to be successful.

Daisy
Daisy will serve as a helper to any of her peers who need assistance throughout the transitioning
and completion of the sight word stations. While she will be asked to complete the hands on activities, Daisy
will also be given a short writing prompt where she can creatively write a short response, using the sight
words previously learned in the sight word stations.

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Assessments

FORMATIVE ASSESSMENTS

Lesson Objectives:
I can identify the sight words within the text read to me
I can name these sight words
I can point to the common sight words in the text
I can write the common sight words in a sentence of my own
I am able to say a sentence of my own using the sight words

Students will create final products such as (painted sight words, sand box play, glitter glue sight words,
arrange magnets) in their stations in order to assist in helping them become familiar with common
sight words found in the world around them. [Multiple Measurable Opportunities to Gauge Student
Understanding]

Throughout the transitioning between stations the students in each group will be asked verbally if they
understand what they have just worked on. If the student has a question or do not understand, they
can verbally ask the teacher.

After the questions have been answered, the teacher will say out loud the previous sight word they
learned in the station, and ask the students to say it back to the teacher as well as spell it out for her in
a choral response. The teacher will take note of the students responses to ensure they are on the right
track. [Plan for How Results will be Used to Inform Instruction and Give Feedback]

The main source of formative feedback will be through observation throughout the shifting between
stations. The teacher will use her observational skills to watch, listen and assists students in completing
each task.

While observing she will be able to answer questions as well as allow students to use a thumbs up or
thumbs down method to check their understanding of the current station they are working on. [Plan
for How Results will be Used to Inform Instruction and Give Feedback]

SUMMATIVE ASSESSMENTS

At the end of the unit/lesson on sight words, students will complete a short homework assignment in the form
of a word safari that will assess their knowledge of the common sight words they learned that day in class. The

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homework assignment will be given to every student in the form of a paper handout, however it can be
completed online in a pdf format that will be sent to each students parent email this way the students who
need it are able to type out their answers.

Students will come to class with the completed homework assignment in whichever form they selected the next
day. The teacher will then grade and have a solid basis of the students understanding. This assignment will serve
as an example of the teaching methods and practices used for this lesson. [Flexible Summative Assessments]

Instructional Methods
OPENING

Introduction:
When the timer goes off after students come in from recess, they will know that it is time
to do their station work for the day. Beatrices aid will inform her that it is now time to begin
working with her peers.
The teacher will then place students in small groups of 3-4. These groups will be a mixture of
ability as to help out with students like Beatrice, Mateo and Paula. These three will be encourage
to pair up with a high flying student and work together in their group. For example, Mateo may
be paired up with Daisy in order to keep both Daisy on task and occupied as well as assist
Mateo.
Before students pick their groups, the teacher will remind them to pick wisely so they are able to
complete their stations without being distractions. The teacher may ask; why is it important to pick
people we work well with? What are some examples of good behaviors we can exhibit during our
station group work? Having them think about these questions and give examples will help avoid
behavioral issues during the lesson.

The lesson objective will be written on the board and one student will be asked to read: What
will be doing in our stations today?

Anticipatory Set:

Students will be asked to raise their hands if they know what sight words are, or if they
have learned about them before.

Hook:
Have a brief discussion with students on why they are working on sight words
today and why it is important that we know them. Explain to them that sight words are common
words they will see almost every time they read. Ask: so students, does anyone know what sight
words are or why they are important? Most will say no, but this will get them thinking about the
lesson. Some samples of what students may answer include, what are they?, why are they
important?. The teacher should be prepared to answer questions like this.
DURING
Introduce New Knowledge:

The teacher will display some examples of sight words on the Smart Board. Then, the students will be
prompted to try and say each word out loud all at once.

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 After that, a few students will be asked to come up and point to a specific word that is displayed. Can
you point to the word ask? Can someone come up and point to the word fast? How about hat? This
should only take 5 minutes.
Then, the teacher will play an introduction to sight words video using movie maker. The video will
cover the definition of sight words, a few examples, and why it is important for students to be able to
recognize and read these words in common texts. Encourage students to think of some sight words
they have previously encountered in their earlier learning.
Explain again, that sight words are common and high frequency words that can have several different
uses and meanings. Ask if anyone does not understand or has any questions by using their hands to
indicate a thumbs up or thumbs down.
Make the students aware that they will be practicing their sight word skills by doing group, station work.
Allow for students to pair up with a friend, and then place the pair with one or two other pairs. These will
function as their station buddies. Be sure that there is a good mix of high flying readers and students
who need extra help in each group. Ensure that Beatrice is paired in a group with Daisy, as well as
Matteo and Paula are with a student can help keep them on track.
Once the students are in their station groups direct them to the station they will begin at. Group 1 will
begin at the sand station. In this station the students will have a shoe box each filled with sand,
where they will sit on the floor, at a table, or stand and practice writing common sight words
using their finger and the sand.
Group 2 will work at the reading circle, where they will sit and use the classroom set of iPads to explore
the pre-downloaded sight-word apps. The apps will all be ones that either practice their recognition of
sight words, the spelling of sight words, and the pronunciation of sight words.

Model New Skills and Knowledge:

Once the students are placed in their station groups, the teacher will take the materials (the sand box and the
iPad), and display to the students what they are to be doing at each station.

The teacher will first display to group 1, that at station 1 they are to use their fingers to write some of the
example sight words that are displayed on the board. After physically drawing and saying out loud the words
that were created, the teacher will then check for understanding by asking if there are any questions.

Next, what is to be done at station 2 will be displayed. It is not necessary to show them how every app works,
however go through the ones that they should each pick from and play one. While doing this model how to
appropriately and kindly paly with the iPads. Encourage the students to wear headphones and work quietly on
their sight word games. Head phones will be provided for the students to wear while they are playing in order
to minimize distractions.

Guided Practice

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After displaying examples, students will be directed to begin their work at each station. The teacher will
set the timer for 15 minutes and start it.

While the students are working on their individual games/ exercises; it is the teachers job to float
around the classroom. At this time, they should be checking for understanding by observing every
student closely and being sure they know what they are doing. Matteo and Beatrice are to be
watched closely to make sure that they are working with the other students and not lost in what
to do.

While moving around the classroom, teachers should ask students if they have any questions. They
should also ask probing questions like, how do you spell cat? Why are we learning about these sight
words? These questions will keep them thinking about what they are learning and avoid students
getting caught up on the fun of doing station time.

If at any time is is noticed that a particular student is having a hard time or is unable to display
to the teacher what they are working on, he/she could pull them aside and work with them
individually in a fun, one-on-one manner to ensure mastery.

When the timer goes off after the first 15 minutes, the groups will then switch stations and
perform the one they have not yet completed. After switching, the timer will then be set again
for the last 15 minutes.

Remind students verbally to stay on task and work hard for the entire 15 minutes until they hear
the timer go off.

Independent Practice:

This entire lesson can count as the students independent practice. They will constantly be working
on a project (the sand box), which is a more group work activity, as well as their independent
station.
Their individual work/ practice is their quiet time sitting on the reading circle using the iPads to
play sight words games.
Students will also be given a sheet of the sight word apps to take home. This will be an example of a way they
can apply what they learned in class that day to something they can work on with their parents at home.

CLOSING

The timer for the last 15 minutes will go off and this will indicate to the students that the lesson is over. Students
will then be asked to participate in the clean-up of the materials and stations. In the background, the teacher
should play the clean-up song; when the song is over, the students will be directed to meet and sit on the
reading circle carpet.

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Once students are seated in a circle facing the teacher on the carpet, they will be asked to raise their hands to
answer questions about the lesson.

These questions may include; what are some sight words we learned today? How can we work on sight words
at home? Why are sight words so important to know?

Allow the students to take turns sharing their thoughts and what they enjoyed about the lesson. Then, distribute
their homework sheet which will be in the for of a Sight Word Safari. Beatrice, Matteo, and Paula will be
offered an online version of the sight word safari that they can choose to complete either on the paper or
online.

Students will be encouraged to complete the sight word safari at home tonight with their parents, as well as
download some of the apps they used in class today and play with them.

After the homework is distributed, praise the students for working so well today and allow for 10 minutes of
free time in reward for their hard work.

Authors Reflection
How does applying the UDL guidelines to lesson plans allow teachers to meet the needs of a
diverse group of students?

Applying the UDL guidelines allows teachers to ensure that they are meeting the needs
of every student in their classroom. When implementing UDL guidelines a teacher is required to
analyze the needs of not only students with disabilities, but ELL students and gifted and
talented students. Taking the time to analyze and think about the needs of each and every one
of these students will receive the assistance and accommodations they need and deserve. [CEC
A.1. Learner Development and Individual Learning Differences]

Explain why the two students with special needs in your description required additional
supports and provide a rationale for how you made appropriate choices about assistive
technology and augmentative and alternative communication?

The two students with special needs, Paula and Beatrice, required a few
accommodations throughout the lesson in order to help them work through it. Paula, had
difficulty with comprehension and reading fluency. Although there is not much to read and
comprehend, Paula will benefit from the use of a text to talk app on her iPad, that way she is
able to quickly move through the sight words. My rationale for this decision was that there was
little that could be given to Paula because of how basic the lesson is, but the use of the iPad will
help. Beatrice, is in need of routine in order to keep her moving through the lesson. The
assistance of a one-on-one aid to keep her focused and on task. [InTASC Teacher
Standards1,2.3]

How does this artifact demonstrate your ability to plan instruction for diverse learners,
including English Language Learners and students who are identified as gifted and talented?

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 This artifact shows my ability to accommodate for students who are English language
learners as well as gifted and talented due to the fact that Mateo and Daisy have these
characteristics. I was able to adapt the lesson and provide accommodations to both gifted and
talented Daisy, and ELL Mateo. These accommodations, as small as they may be, prove the
ability to anything in my power to enhance learning for a student who may need it. [CEC D.
Professionalism and Collaboration 6-7]

Materials
MATERIALS AND SUPPLIES

CLASSROOM SET OF IPADS (ONE PER STUDENT)

PRE-LOADED SIGHT WORD APPS
SMART BOARD
11 SHOE BOXES FILLED WITH COLORED SAND (1 FOR EACH STUDENT)
TEACHERS TIMER
TEXT TO AUDIO FOR MATTEO (IF HE NEEDS IT)

RESOURCES INCLUDED

Text Aloud:
Why it is included:
The text aloud could be used for both Beatrice and Matteo. Matteo may benefit from having the
individual words read aloud so he can hear how they are pronounced. It would also be helpful so the
teacher does not need to stand with him the whole time to give him that extra clarification he can get
from the device.
Pencil with grip:
Why it is included:
The pencil will be used for Beatrice who may have a hard time manipulating her fingers well enough to
draw in the sand. She can use the pencil with the grip to draw in the sand instead.
Timer:
Why it is included:
This is included for those students who have difficulty with transitioning (Paula and Beatrice). The timer
will signal when it is time to transition and will keep them with the routine.

Authors Reflection
Explain how your ability to meet the needs of diverse learners has developed.

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 I now understand all of the resources and technologies available to me that I can use to
help these diverse learners. For example, I know Mateo will benefit from the use of a talk-to-text
app which will help him in understanding and forming some of the words in the English
Language. After completing this assignment I now am provided with ample resources to
accommodate students who need t. [CEC Preparation Standards A. Learners and Learning]

How does this positively impact student learning?

Students can be given so many resources in order to better their learning experience and
the intake of information. They have so many aids and assistive technologies that can better
their learning. If a student is unable to complete a lesson because they are not given the
appropriate accommodations, we are failing that student as their educator. Anything that can be
done to enhance the learning of the student will impact their learning. [CAEP K-6 Elementary
Teacher Standards 1}]

How will you use the knowledge and skills developed in this class in your future teaching?

I will be sure to understand the needs of every student and use the tools and skills I have
learned to implement them into their daily learning. I will also be sure to incorporate all of the
CEC Preparation Standards, the InTASC Teacher Standards, and the CAEP K-6 Elementary
Teacher Standard.

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The SETT Framework Developed by Joy Zabala
Student Environment Task Tools
Physical Environment: Expectations: Low Tech AT:
Paula The classroom setting Paula will complete Pencil grip when
General Information/ is very reading her work to the best of needed
Interests: oriented with a reading her ability Electronic dictionary to
Skills are extremely circle She is not required to assist in understanding
varied Circular tables complete her work of sight words she may
Student Strengths: provided for independently, be struggling to
single word decoding collaboration during however she cannot understand
and spelling work time fully rely on her peers High Tech AT:
WHAT WE KNOW

spell individual words Instructional Environment: Work on the IPad with talk-to-text
understands literal During this lesson the mechanics of her
meanings in spoken learning environment writing
language will be seated at the Develop reading
can follow a story or tables fluency through
an argument Paula will be paired reading short sight
with a higher level words and sentences
Student Needs: student to assist her in containing these sight
Mechanics of writing any way possible words
Difficulty grasping Access Issues:
meaning from Should be okay
connected text because there is no
Limited reading specific writing station
fluency suggests that in this lesson
she does not use May have a hard time
context well to predict understanding the
words and ideas as meaning of sight
she is reading. words and using them
Vocal nuances in sentences
 Physical Environment:
Classroom is very
reading and
Beatrice collaborative work
General Information/ based. Beatrice has
Interests: her own quiet area Expectations: Low Tech AT:
Any kind of positive with a desk by herself
Beatrice will complete Quiet desk space with
reinforcement in order to keep her
the stations spinning chair
Student Strengths: from becoming
independently Her one-on-one aid
Works well distracted
She will work with her Board maker for
independently She will work on the
aid and ask questions communication
Visual supports station work at her
Complete tasks to the High Tech AT:
Student Needs: quiet area with her aid.
best of her ability iPad with pre-
Routine Instructional Environment:
Become familiar with downloaded talk to text
Deficits in speech, Her desk where she
certain sight words apps
language, social and can sit and work
independently Will use her talk to text Communication device
academic skills
app in order to listen to help her
Language skill and Access Issues:
and hear the sight communicate with the
responding verbally Has a hard time
words communicated teacher as well as
Challenging behaviors working in groups so
to her verbally other students
like rocking and sadly Beatrice will
perseverating on have to make her work
certain sounds independent, however
she will have access to
the teacher as well as
her one-on-one aid.